HIGH SCHOOL DRIVER EDUCATION USING PEER TUTORS, DIRECT INSTRUCTION, AND PRECISION TEACHING

The authors investigated the combined effects of direct instruction and precision teaching by peer tutors in a high school driver education curriculum. Learners (N=4) included students with intellectual and learning disabilities and students without disabilities. Peer tutoring was associated with immediate increases in correct responding and a simultaneous and rapid deceleration of errors. Three learners passed the written tests in the driver education classroom, obtained driver's licenses, and produced similar or better driving records than students who did not require assistance. This program is being continued and expanded by school personnel without assistance from the authors.

• Availability:
  • Find a library where document is available. Order URL: http://worldcat.org/issn/00218855
• Corporate Authors:

  University of Kansas, Lawrence

  Department of Human Development and Society for Experimental Analysis of Behavior
  Lawrence, KS  United States  66045
• Authors:
  • Bell, K E
  • Young, K R
  • Salzberg, C L
  • West, R P
• Publication Date: 1991

Media Info

• Features: Figures; References; Tables;
• Pagination: p. 45-51
• Serial:
  • Journal of Applied Behavior Analysis
  • Volume: 24
  • Issue Number: 1
  • Publisher: Society for Experimental Analysis of Behavior
  • ISSN: 0021-8855

Subject/Index Terms

• TRT Terms: Driver education; High schools; Schools; Students
• Old TRIS Terms: Peer tutors
• Subject Areas: Education and Training; Highways; Safety and Human Factors;

Filing Info

• Accession Number: 00609978
• Record Type: Publication
• Files: TRIS
• Created Date: Jun 30 1991 12:00AM